Práticas de leitura hipertextual online no contexto de um curso de especialização em EAD: um estudo sobre a leitura na cultura digital

• Ano de defesa: 2025
• Autor(a) principal: Manuel, Arcedes José
• Orientador(a): Anecleto, Úrsula Cunha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Estudos Linguísticos
• Departamento: DEPARTAMENTO DE LETRAS E ARTES
• País: Brasil
• Palavras-chave em Português: Práticas de leitura; Leitura hipertextual; Texto digital; Habilidades de leitura
• Palavras-chave em Inglês: Reading practices; Hypertextual reading; Digital text; Reading skills
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1902

This dissertation addresses hypertextual reading practices in digital culture, with the general objective of analyzing how students on the specialization course in Education in Digital Culture constitute themselves as readers of digital text, and specific a) identify the reading profile of the students, participants in the research, in reading digital hypertexts and b) analyze how students manage reading practices to constitute themselves as readers of hypertext in a virtual learning environment.Theoretically, we are anchored in the concepts of digital text, reading in a digital environment, reader profile and training in digital culture and studies on navigation in digital environments. Methodologically, we adopted a qualitative approach, based on the use of netnography as a method. As research devices, we used the online questionnaire and the discussion forum, carried out in the EDC003 component: Digital Literacy and Teaching, taught by profa. Dr. Jaqueline Barreto Lé, in the aforementioned specialization. The choice for this component was due to the theoretical discussions promoted during the development of the classes, mainly in relation to the issues of reading hypertexts and digital literacies. To analyze the information constructed in the field, we used netnographic coding analysis, which foresees the following steps: coding; abstraction and comparison; verification and comparison and theorization. Furthermore, at times, we used the software for qualitative research, MaxQda, to reveal categories and expand the analysis of the information constructed in the study. The locus of the research was the Specialization course in Education in Digital Culture, at the State University of Feira de Santana, carried out in the Distance Education modality. The participants were 22 students enrolled in the ECD course who, after being presented with the research proposal, agreed to participate and collaborate in the construction of information, freely and voluntarily. Furthermore, for the analysis of the findings constructed in the field, information already presented in previous research, entitled “Multiliteracies, hypertexts and textual practices in a Continuing Education course in EaD”, by Beserra (2023) was taken up and expanded. The results obtained revealed that the reader profile of the students, research participants, when reading digital culture texts is that of a hyperreader, although they still need to expand other digital literacy skills to act autonomously in different digital environments. Furthermore, it was possible to understand that the hypertext reading arrangements proposed by the research participants are linear, fragmentary, multisemiotic and interactive, which meets the textual perspective of digital culture.